DESAIN DIDAKTIS MATERI BILANGAN BERPANGKAT PECAHAN POSITIF DAN BENTUK AKAR PADA SISWA KELAS IX SEKOLAH MENENGAH PERTAMA (SMP)

• Main Author: Trias Lembayung, - (Author)
• Format: Book
• Published: 2017-07-27.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/34044/1/T_MTK_1507780_Title.pdf; http://repository.upi.edu/34044/3/T_MTK_1507780_Abstract.pdf; http://repository.upi.edu/34044/2/T_MTK_1507780_Table_of_content.pdf; http://repository.upi.edu/34044/4/T_MTK_1507780_Chapter1.pdf; http://repository.upi.edu/34044/5/T_MTK_1507780_Chapter2.pdf; http://repository.upi.edu/34044/6/T_MTK_1507780_Chapter3.pdf; http://repository.upi.edu/34044/7/T_MTK_1507780_Chapter4.pdf; http://repository.upi.edu/34044/8/T_MTK_1507780_Chapter5.pdf; http://repository.upi.edu/34044/9/T_MTK_1507780_Bibliography.pdf; http://repository.upi.edu/34044/10/T_MTK_1507780_Appendix.pdf
• Keywords: L Education (General); LB1603 Secondary Education. High schools; QA Mathematics

Penelitian ini bertujuan mengembangkan desain didaktis materi bilangan berpangkat pecahan positif dan bentuk akar di SMP dengan terlebih dahulu mengidentifikasi learning obstacles dan learning trajectories. Penelitian menggunakan metode kualitatif dengan mengikuti tiga tahap pada penelitian desain didaktis. Subyek penelitian adalah 19 siswa kelas X untuk mengetahui karakteristik learning obstacle serta 27 siswa kelas IX untuk implementasi desain didaktis awal. Dari hasil penelitian diperoleh informasi : (1) learning obstacle siswa yang teridentifikasi yaitu terkait: definisi bilangan berpangkat pecahan positif, proses penyederhanaan bentuk akar serta pengkoneksian konsep bilangan bentuk akar, (2) desain didaktis empirik terkait materi bilangan berpangkat pecahan positif dan bentuk akar di SMP. ---- This study aims to develop the didactic design of positive fractional exponent and radical in junior high schools by first identifying learning obstacles and learning trajectories. The research used qualitative method by following three stages in didactic design research. The subjects of the study were 19 students of class X to know the characteristics of learning obstacle and 27 students of class IX for the implementation of early didactic design. From the result of the research, it can be found that: (1) learning obstacle of the students that are identified are related to: the definition of positive fractional exponent, the simplification process of the radical and the connotation of the concept of radical, (2) the empirical didactic design related to positive fractional exponent and radical in Junior High School.